國小高年級生手機遊戲涉入程度與遊戲犯罪動機之中介效果驗證

Validating the Mediating Effects of Mobile Phone Gaming Involvement and Cybercrime for Upgraders of Primary School

本研究目的是瞭解國小高年級學生玩手機遊戲涉入程度對遊戲犯罪動機之影響，以及探討自我學習效能及家庭支持感知在手機遊戲涉入程度與遊戲犯罪動機之中介效果。本研究以問卷調查研究法進行，並以合目標抽樣方式抽取臺中市國小六年級400位學生為研究樣本，進行問卷調查研究，樣本有效回收率95％，有效樣本數為380份。本研究採用SPSS統計與結構方程模式（SEM）來分析問卷資料，檢定樣本資料及研究變項之間的因果關係，以及中介變項影響與成效。研究結果顯示國小高年級學生「手機遊戲涉入程度」對「自我學習效能」有反向直接影響。其次，國小高年級學生「手機遊戲涉入程度」對「家庭支持感知」具有反向直接影響。再次，國小高年級學生「家庭支持感知」對「自我學習效能」具有正向直接影響。最後，國小高年級學生「自我學習效能」對「手機遊戲涉入程度」與「家庭支持感知」具有中介效果。

The motivation and purpose of this study was to explore the impact of gaming cybercriminal motivation on mobile games involvement for upgraders of primary school. Moreover, the mediating effects of self-learning effectiveness and perceived family support between mobile games involvement and cybercriminal motivation were examined. In the study, a scale measurement was conducted, and the sixth grade students of the public primary schools were selected as the research samples by using purposive sampling. Totally, 400 students in Taichung city were chosen and 95% samples were returned and 380 samples were considered validly. The SPSS statistical software and Structural Equation Modeling (SEM) were also used to analyze the data and verify the significance of various variables and examine the mediating effects of perceived family support and self-learning effectiveness. The results indicate that mobile games involvement is negatively associated with self-learning. Secondly, mobile games involvement is negatively associated with perceived family support. Thirdly, perceived family support is positively associated with self-learning effectiveness. Finally, the mediating of self-learning effectiveness between mobile games involvement and perceived family support was also supported and confirmed.